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Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
  • ...19 more annotations...
  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  • Carlos Quintero on 11 Sep 08
     
    About pedagogic 2.0
  • Carlos Quintero on 11 Sep 08
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
Jeff Johnson

VoiceThread - Inauguration Day Voices - 0 views

voicethread.com/inaugurationdayvoices

voicethread Inauguration Day

shared by Jeff Johnson on 15 Jan 09 - Cached
  • Jeff Johnson on 15 Jan 09
     
    The goal of the Inauguration Day Voices project is to capture the voices of individuals exploring and expressing their own perspectives on this historic event. For those unfamiliar with them, a VoiceThread is an online virtual space that provides a unique commenting environment for shared media like images and videos. Participants can can comment by webcam, microphone, telephone, or text, all on one simple page. The Inauguration Day Voices project is a VoiceThread group that will capture the voices of individuals exploring and expressing their own perspectives on this historic event.
Nigel Coutts

Multiple perspectives on an understanding of inquiry - The Learner's Way - 2 views

thelearnersway.net/...on-an-understanding-of-inquiry

inquiry learning education teaching thinking pedagogy curriculum

shared by Nigel Coutts on 26 Jul 20 - No Cached
  • Nigel Coutts on 26 Jul 20
     
    Recently I have been contemplating how we might define inquiry. Like many terms in education, it is often used in multiple contexts and has a range of meanings attached to it. Coming to agreement on what inquiry is, requires negotiating seemingly divergent understandings. If we are to avoid oversimplifications and dichotomous thinking, we need to explore these multiple perspectives and find a balance point.
Hare Marke

Buy Glassdoor Reviews - 100% Non-Drop,Safe, Permanent, Cheap ... - 0 views

realserviceit.com/...buy-glassdoor-reviews

education web2.0 technology learning tools teaching resources collaboration science Free

shared by Hare Marke on 10 Aug 23 - No Cached
  • nathanielcowan54 on 10 Aug 23
     
    Are glassdoor reviews reliable Glassdoor reviews are not a guarantee of job security. They aren't a guarantee of job performance, either-you can get a bad review, even if you're doing great in your current role. And they aren't guaranteed to tell you everything about the company or organization that posted them: some companies might be more transparent than others, while others may hide certain aspects from their employees in order to maintain secrecy (this is common practice). Buy Glassdoor Reviews Glassdoor reviews also don't necessarily reflect what potential employees will find when they start working there; sometimes people say nice things about an employer because they want something from them but have no intention of actually taking it up when they apply for jobs there! In fact, Glassdoor reviews can be pretty misleading because they fail at capturing all aspects related to what makes an organization great as well as how happy its employees feel working there-but this isn't always intentional; sometimes employers just don't care enough about how their workers feel about themselves or their jobs at all! Buying Glassdoor reviews can help you hire great sales and marketing talent. Buying Glassdoor reviews can help you hire great sales and marketing talent. Glassdoor is a trusted source of information about companies, jobs and industries. It's also one of the best places to find out what employees think about their employers and peers in the industry. When you buy glassdoor reviews, it's important to know that they're safe, permanent and cheap! You'll also get reliable data from people who have worked at your target company or job before (or are currently working there). Buy Positive Glassdoor Reviews When you're looking for a job, it can be difficult to find the right company and job. If you have no experience in sales or marketing, finding the right role may feel impossible. However, if you buy positive Glassdoor reviews from truste
  • ...1 more comment...
  • wallaceclient56 on 20 Aug 23
     
    Are glassdoor reviews reliable Glassdoor reviews are not a guarantee of job security. They aren't a guarantee of job performance, either-you can get a bad review, even if you're doing great in your current role. And they aren't guaranteed to tell you everything about the company or organization that posted them: some companies might be more transparent than others, while others may hide certain aspects from their employees in order to maintain secrecy (this is common practice). Buy Glassdoor Reviews Glassdoor reviews also don't necessarily reflect what potential employees will find when they start working there; sometimes people say nice things about an employer because they want something from them but have no intention of actually taking it up when they apply for jobs there! In fact, Glassdoor reviews can be pretty misleading because they fail at capturing all aspects related to what makes an organization great as well as how happy its employees feel working there-but this isn't always intentional; sometimes employers just don't care enough about how their workers feel about themselves or their jobs at all! Buying Glassdoor reviews can help you hire great sales and marketing talent. Buying Glassdoor reviews can help you hire great sales and marketing talent. Glassdoor is a trusted source of information about companies, jobs and industries. It's also one of the best places to find out what employees think about their employers and peers in the industry. When you buy glassdoor reviews, it's important to know that they're safe, permanent and cheap! You'll also get reliable data from people who have worked at your target company or job before (or are currently working there). Buy Positive Glassdoor Reviews When you're looking for a job, it can be difficult to find the right company and job. If you have no experience in sales or marketing, finding the right role may feel impossible. However, if you buy positive Glassdoor reviews from truste
  • Hare Marke on 30 Dec 23
     
    What are the Benefits of Glassdoor Reviews? Glassdoor Reviews are an excellent way to find out more about a company before you apply for a job there. They can help you decide whether or not to apply for a job at a company, or if the company is right for you. Glassdoor Reviews are also valuable because they give employees an opportunity to voice their opinions on various aspects of their jobs and life at the company. Why is it necessary to obtain Glassdoor reviews? There are many reasons to obtain Glassdoor reviews. The first is that they're a good way to find out what other people think about a company, both from the perspective of how employees feel about it, and also from the perspective of customers who have interacted with them. The second reason is that Glassdoor reviews can help you decide whether or not you want to work for a certain company. They provide insight into: Buy Glassdoor Reviews How successful the company has been (i.e., their revenue growth rate) What kind of culture exists within their organization (i.e., how open-minded are employees about different points-of-view?) How does glassdoor verify reviews Glassdoor reviews are verified by a third party to ensure that the reviews are genuine. The company has its own verification process, which includes verifying the identity of each reviewer and checking their employment history, educational background and other details. This ensures that you're getting a realistic picture of what the worker actually thinks about working at your company. Buy Glassdoor Reviews Glassdoor Reviews Are glassdoor reviews reliable Glassdoor reviews are not a guarantee of job security. They aren't a guarantee of job performance, either-you can get a bad review, even if you're doing great in your current role. And they aren't guaranteed to tell you everything about the company or organization that posted them: some companies might be more transparent than others, while others may hide certain aspects from their
  • Hare Marke on 18 Apr 24
     
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Maggie Verster

Understanding student perspectives of online learning - 30 views

www.hefce.ac.uk/...nus.htm

reports onlinelearning school2.0 2010

shared by Maggie Verster on 28 Oct 10 - No Cached
  • Maggie Verster on 28 Oct 10
     
    "A study published today reveals the demands, perceptions and needs of new and potential higher education students regarding online learning at universities and colleges. The report, 'Student perspectives on technology - demand, perceptions and training needs', explores the expectations and demand for online provision from future students, and what training they might need in order to use it effectively. "
Ted Curran

[Must Read!] Advice for Small Schools on the LMS Selection Process | e-Literate - 0 views

mfeldstein.com/s-on-the-lms-selection-process

shared by Ted Curran on 22 Nov 10 - Cached
  • Migration is inevitable:
  • Migration can be an opportunity:
  • All of these systems are pretty good: It’s easy to get worried about making a “wrong” decision and picking the “inferior” product. The truth of the matter is that, given the needs of your institution (both present and foreseeable future), any of the major systems available in the US that I have some familiarity with (ANGEL, Blackboard, Desire2Learn, Moodle, and Sakai) will provide you with adequate functionality.
  • ...14 more annotations...
  • Accept the possibility that you may have Stockholm Syndrome:
  • If you are an LMS support person, then it is likely that you are too close to the day-to-day operations to have good perspective on all aspects of how well your current system is meeting your school’s needs. Make sure you get input from people with a broad range of experiences, roles, and perspectives.
  • All of these systems are pretty bad:
  • all of these systems will probably fare pretty well. But part of that is because our expectations are low. The state of the art in LMS design is frankly not great.
  • Having a system with 39,000 seldom-used features that require a course to learn how to use is not as valuable to you as having a system with 39 features that most people will find useful and can figure out how to use on their own.
  • You may not be a good judge of usability:
  • a system seems easy to use once you know how to use it.
  • Your current faculty LMS heroes may be the worst judges of usability: There is nobody on your campus more likely to have Stockholm Syndrome than the faculty member who taught her first online class using your current LMS, has never used anything different, and has devoted literally hundreds of hours to optimising her course—squeezing every ounce of value out your current system by exploiting every weird little feature and even figuring out how to turn a couple of a couple of bugs to her advantage. There are ways in which her perspective will be extremely valuable to you (which I’ll get to shortly), but judging usability is not one of them.
  • Somebody who has taught using multiple LMS’s could be a good judge of usability: Faculty members who have taught using 2 or 3 (or more) LMS’s generally have some sense of what differences between platforms really matter and what differences don’t in a practical sense.
  • The quality of the support vendor is almost certainly more important than the quality of the software:
  • Don’t assume that you know what the deal is with open source:
  • Your relationship with your LMS is not that different than your relationship with GMail or Yahoo! Mail. It’s hosted on somebody else’s servers; you don’t know anything about the details of the software—the programming langauge it’s written in, how much of it is open source, what the architecture is, what hardware it runs on, etc.—and you don’t care.
  • What matters to you is that the thing that appears in your web browser works reliably and does what you need it to do. Go to the open source LMS support vendors. Tell them what your requirements and capabilities are. Either they will be able to meet your needs or they won’t. Don’t decide in advance of getting the facts.
  • Don’t worry too much about the long-term financial viability of the vendors:
Rudy Garns

Emerging Perspectives on Learning, Teaching and Technology - 0 views

projects.coe.uga.edu/...index.php

education for:nkupod learning teaching technology wiki

shared by Rudy Garns on 04 Apr 08 - Cached
  • Rudy Garns on 04 Apr 08
     
    Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved April 3, 2008, from http://projects.coe.uga.edu/epltt/
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Maggie Verster

Perspectives on 21st Century Learning - 0 views

jakes.editme.com/dls

21stcenturylearning

shared by Maggie Verster on 31 May 09 - Cached
  • Maggie Verster on 31 May 09
     
    Perspectives on 21st Century Learning
Nigel Coutts

Four perspectives on truth, normality and education in times of rapid change - The Lear... - 2 views

thelearnersway.net/...ation-in-times-of-rapid-change

perspectives truth education rapid change post-normal post-truth

shared by Nigel Coutts on 02 Jun 19 - No Cached
  • Nigel Coutts on 02 Jun 19
     
    We are living in interesting, frightening and rapidly changing times. Where rapid changes and transformations through technology, politics, globalisation and the climate, conspire against normality. These times demand a fresh approach to education, one that provides learners with the thinking dispositions they need to turn challenges into opportunities.  "All that was 'normal' has now evaporated; we have entered postnormal times, the in-between period where old orthodoxies are dying, new ones have not yet emerged, and nothing really makes sense." But what thinking might guide us through this time of volatility, uncertainty, complexity and ambiguity?
hyungyul kim

History News Network - 0 views

hnn.us/820.html

읽기

shared by hyungyul kim on 08 Oct 12 - Cached
  • History is inescapable.
    • hyungyul kim
      hyungyul kim on 08 Oct 12
       
      역사로부터의 탈출은 불가능하다!
  • "The past is the present, isn't it? It's the future, too. We all try to lie out of that but life won't let us."
  • Journalism is said to be the first draft of history.
  • ...1 more annotation...
  • "The past is the present, isn't it? It's the future, too. We all try to lie out of that but life won't let us."
  • hyungyul kim on 08 Oct 12
     
    "Our mission is to help put current events into historical perspective. "
COP Rambler

Digital Native - - 0 views

www.youtube.com/watch

future

shared by COP Rambler on 08 Apr 13 - No Cached
  • COP Rambler on 08 Apr 13
     
    2 mins from a student perspective - half of high school courses online by 2019
Jany Fernandez

Scopeprice | DJI Osmo vs. Hero5 Black - 0 views

www.scopeprice.com/...dji-osmo-vs-hero5-black

#amazon Bookmark #eBay Marketing Walmart Easy Laptop Camera Shopping #scopeprice Best Business headset Technology Product htc Price

shared by Jany Fernandez on 16 Feb 17 - No Cached
  • Jany Fernandez on 16 Feb 17
     
    The OSMO is a 4K camera system that enables you to capture your world from a personal perspective in a way that exceeds the capabilities of regular action cams. It has an advanced camera stabilizers (aka gimbals). And they are becoming more portable than ever. This gimbal ensures that the DJI X3 12.4 Mp camera is always level and stable.
Nigel Coutts

Teaching in the 21st Century - The Learner's Way - 11 views

thelearnersway.net/...teaching-in-the-21st-century

education teaching learning

shared by Nigel Coutts on 19 Mar 17 - No Cached
huong3a3y liked it
  • Nigel Coutts on 19 Mar 17
     
    The consistent message is that we are preparing our students for success in a world very different to that which was the norm only a short time ago. The implications of this change are immense and require a shift in our thinking about what matters most in our classrooms. Such is the pace of change that within any school there will be multiple generations who normalise different perspective on technology and its place in their lives. What becomes clear that the skills we most need within our schools at every level are those which are critical for individuals to be empowered, self-navigating learners. But what does this mean in practical terms?
Steve Ransom

The Relationship Status of Teachers and Educational Technology: It's Complicated - Rick... - 58 views

blogs.edweek.org/...echnology_its_complicated.html

teachers technology resistance edtec change

shared by Steve Ransom on 10 Nov 11 - No Cached
  • Steve Ransom on 10 Nov 11
     
    The teacher perspective. It's not always because they hate to learn, hate technology, and love worksheets.
Julie Shy

STUDYBLUE | Make online flashcards & notes. Study anywhere, anytime. - 0 views

www.studyblue.com

flashcards social_networking collaborative_learning

shared by Julie Shy on 24 Nov 11 - Cached
  • Martin Burrett on 24 Nov 11
     
    A beautifully made online flash/study card site. Teachers can make great looking text, image and audio based study cards and share them online. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
  • Randy Rodgers on 01 Jun 12
     
    Create online flashcards that students can access via web browser or mobile apps (iOS and Android); tracks student progress.
  • Julie Shy on 06 Jul 12
     
    StudyBlue, a free online service that enables students to create and store digital "flashcards" to help them master course material, has announced new functionality that allows users to share and compare their online notes with those of their peers. In a little more than a year, students have created more than 40 million online perspectives about everything from the Pythagorean theorem to Vincent Van Gogh's "The Starry Night." "Nearly 2 million more are added each week," said Becky Splitt, CEO of StudyBlue. "This new functionality allows students to connect with each other around shared explanations in a way that takes learning to a whole new level."
Paul Beaufait

TESOL Connections - January 2014 - 20 views

newsmanager.commpartners.com/...index.html

action research data collection instruments learning materials methods questionnaires repositories research second languages foreign languages

shared by Paul Beaufait on 08 Jan 14 - No Cached
  • Paul Beaufait on 08 Jan 14
     
    "IRIS holds data collection instruments from a wide range of theoretical and methodological perspectives. These include, for example, questionnaires about motivation, attitudes, learning strategies, and intercultural understanding; experimental teaching methods; classroom observation and interview schedules; teaching tasks; sound and video files; word lists; pictures for encouraging learners to use specific structures; language tests for different skills and types of knowledge… and many more besides" (Materials on IRIS, ¶1).
Walco Solutions

plc training programs - 0 views

shared by Walco Solutions on 15 Jun 15 - No Cached
  • Walco Solutions on 15 Jun 15
     
    A joint venture of Walrus Marine Engineering Co.Pvt.Ltd.(An ISO 9001-2008 Certified Company) and Solutions Institute of Engineering and Technology (a 10+ year old training centre in the field of engineering). The Walco Solutions Automation training division was conceived with the vision to train professionals to meet the challenges in the field of automation with the aid of apt training modules specifically programmed to deliver a broad perspective of the Engineering disciplines and tap the opportunities in the field. http://walcosolutions.com / +91 8129981111
Tom Daccord

eLearning Reviews: research on elearning - reviewed for you - 0 views

www.elearning-reviews.org

elearning research education edtech resources

shared by Tom Daccord on 08 Nov 08 - Cached
  • Tom Daccord on 03 Feb 09
     
    elearning-reviews provides those interested in research on elearning with concise and thoughtful reviews of relevant publications. The most important goal is a well-balanced selection of seminal publications as well as interesting up-to-date publications from the various disciplinary perspectives
Anne Bubnic

CoSN Receives MacArthur Grant to Explore Policy and Leadership Barriers to Web 2.0 - 0 views

www.cosn.org

ad4dcss cosn elearning macarthur social_networking policy web_2.0

shared by Anne Bubnic on 21 Aug 08 - Cached
  • Anne Bubnic on 21 Aug 08
     
    CoSN Receives MacArthur Grant: Exploring Policy and Leadership Barriers to Effective Use of Web 2.0 in Schools
    The $450,000 grant began July 1st and over the coming year CoSN will focus on the following key objectives:
    1.Identify findings from existing empirical research relevant to the use of new media in schools and the barriers to their adoption and scalability.
    2. Assess the awareness, understanding, and perspectives of U.S. educational leaders (superintendents, district curriculum and technology directors/CTOs) and policymaker's on the role, problems, and benefits of new media in schools within a participatory culture context.
    3. Investigate and document the organizational and policy issues that are critical obstacles for the effective deployment of new media.
    4. Develop a concise report of findings and construct an action plan for intervention.
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